Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451490
C. Chan, A. Suratkon, A. Shamsuddin
Students were requested to complete a survey form with relation to the attainment of learning outcomes via the coursework activities at the end of a core undergraduate civil engineering technology course, i.e. Soil Mechanics and Foundations. The tasks involved topical Assignments, Lab Work and a Project. These group endeavours were carried out by students in the same group formations throughout the 14-week semester. The survey also examined the cultivation of soft skills in the process of completing the group tasks. In addition, students also completed an online survey entitled “Index of Learning Styles Questionnaire” (http://www.engr.ncsu.edu/learningstyles/ilsweb.html) based on the Felder-Silverman model [4]. Analysis was made on the grades and performance of the students, the students' presumed attainment of learning outcomes and soft skills development. These were next compared with the preferred learning styles of the students as profiled by the Felder-Silverman model. Students' perceptions of soft skills developed in the process of completing the tasks appeared to be directly related to the group performance and learning outcomes attained. Nevertheless the academic performance or grades were not always found in congruence with the learning outcomes thought to be achieved by the students. Also, the learner type composition of a group apparently exerted a rather significant influence on the overall group performance in the coursework tasks. In summary, the designated learning outcomes of the course were achieved with simultaneous cultivation of relevant soft skills among students, and to a certain extent, influenced by the learner type profile of the respective groups.
{"title":"Comparing measured performance and perceived learning in group tasks of a Civil Engineering Technology course","authors":"C. Chan, A. Suratkon, A. Shamsuddin","doi":"10.1109/ICEED.2015.7451490","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451490","url":null,"abstract":"Students were requested to complete a survey form with relation to the attainment of learning outcomes via the coursework activities at the end of a core undergraduate civil engineering technology course, i.e. Soil Mechanics and Foundations. The tasks involved topical Assignments, Lab Work and a Project. These group endeavours were carried out by students in the same group formations throughout the 14-week semester. The survey also examined the cultivation of soft skills in the process of completing the group tasks. In addition, students also completed an online survey entitled “Index of Learning Styles Questionnaire” (http://www.engr.ncsu.edu/learningstyles/ilsweb.html) based on the Felder-Silverman model [4]. Analysis was made on the grades and performance of the students, the students' presumed attainment of learning outcomes and soft skills development. These were next compared with the preferred learning styles of the students as profiled by the Felder-Silverman model. Students' perceptions of soft skills developed in the process of completing the tasks appeared to be directly related to the group performance and learning outcomes attained. Nevertheless the academic performance or grades were not always found in congruence with the learning outcomes thought to be achieved by the students. Also, the learner type composition of a group apparently exerted a rather significant influence on the overall group performance in the coursework tasks. In summary, the designated learning outcomes of the course were achieved with simultaneous cultivation of relevant soft skills among students, and to a certain extent, influenced by the learner type profile of the respective groups.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132652675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451488
H. Hashim, N. Tahir, D. Ali, R. Ab Rahman, W. Abdullah
This study investigates the inclination towards entrepreneurship among students of the Faculty of Electrical Engineering, Universiti Teknologi MARA. Specifically, it aims to examine the association between the formal entrepreneurship course provided by the university and the electrical engineering students' inclination towards entrepreneurship. The samples for this study were collected through an online questionnaire directed towards semester 2 to semester 8 students. The samples were studied as a whole and then as two groups. The first group comprises of those who have not undergone the entrepreneurship course which is being offered in Semester 6 and the other is made up of those who have. Our initial findings show that in general more that 50% of the students are inclined towards entrepreneurship but in the short term, it is not evident if the entrepreneurship course made any immediate impact to increase the inclination towards entrepreneurship. A more rigorous analysis is required to draw substantial conclusions on this complex issue.
{"title":"Measuring the immediate impact of formal entrepreneurship education on electrical engineering undergraduates","authors":"H. Hashim, N. Tahir, D. Ali, R. Ab Rahman, W. Abdullah","doi":"10.1109/ICEED.2015.7451488","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451488","url":null,"abstract":"This study investigates the inclination towards entrepreneurship among students of the Faculty of Electrical Engineering, Universiti Teknologi MARA. Specifically, it aims to examine the association between the formal entrepreneurship course provided by the university and the electrical engineering students' inclination towards entrepreneurship. The samples for this study were collected through an online questionnaire directed towards semester 2 to semester 8 students. The samples were studied as a whole and then as two groups. The first group comprises of those who have not undergone the entrepreneurship course which is being offered in Semester 6 and the other is made up of those who have. Our initial findings show that in general more that 50% of the students are inclined towards entrepreneurship but in the short term, it is not evident if the entrepreneurship course made any immediate impact to increase the inclination towards entrepreneurship. A more rigorous analysis is required to draw substantial conclusions on this complex issue.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123065315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451513
K. Mahmood, Khalil Muhammad Khan, Komal Saifullah Khan, S. Kiani
Established in 1989, the Washington Accord is an international accreditation covenant for the undergraduate engineering programs. It recognizes that there is significant equivalency of the engineering programs accredited by those signatories and that graduates of accredited programs in any of the signatory countries are acknowledged by the other signatory countries as having met the academic requirements for entry in to the practice of engineering. Pakistan Engineering council (PEC) is a provisional signatory to the Washington Accord. To be able to get the regular membership status, PEC must implement outcome based education (OBE) as compared to the current traditional teaching approach in the engineering degree awarding institutes (ADI) in Pakistan. In this paper we describe our experience of using the faculty course assessment report (FCAR) for the assessment and evaluation of student performance in the BS electrical engineering degree program at Iqra National University Peshawar, Pakistan while preparing for initial step towards fulfilling the PEC requirements hence enabling it to be the regular member of Washington Accord. We have described, how FCAR is used as an effective tool for monitoring students performance in Signal and Systems course.
{"title":"Implementation of outcome based education in Pakistan: A step towards Washington Accord","authors":"K. Mahmood, Khalil Muhammad Khan, Komal Saifullah Khan, S. Kiani","doi":"10.1109/ICEED.2015.7451513","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451513","url":null,"abstract":"Established in 1989, the Washington Accord is an international accreditation covenant for the undergraduate engineering programs. It recognizes that there is significant equivalency of the engineering programs accredited by those signatories and that graduates of accredited programs in any of the signatory countries are acknowledged by the other signatory countries as having met the academic requirements for entry in to the practice of engineering. Pakistan Engineering council (PEC) is a provisional signatory to the Washington Accord. To be able to get the regular membership status, PEC must implement outcome based education (OBE) as compared to the current traditional teaching approach in the engineering degree awarding institutes (ADI) in Pakistan. In this paper we describe our experience of using the faculty course assessment report (FCAR) for the assessment and evaluation of student performance in the BS electrical engineering degree program at Iqra National University Peshawar, Pakistan while preparing for initial step towards fulfilling the PEC requirements hence enabling it to be the regular member of Washington Accord. We have described, how FCAR is used as an effective tool for monitoring students performance in Signal and Systems course.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"1995 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128190198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451507
N. Him, F. Hamzah, S. Manaf, N. Anuar
Faculty of Chemical Engineering (FKK) has been implementing Integrated Project (IP) as one of the element in teaching. It is a defined short project formally introduced to combine assignments given by respective lecturers from 3-4 selected courses, mimicking the final year Chemical Engineering Capstone project but students are asked to present the findings in groups. By looking into the results of IP in 2012 and 2013, CDIO has been introduced to overcome issue of unmeasured soft skills, a vital communication aspect for engineers. CDIO has been incorporated by various factors such as disciplinary knowledge, personal and professional skills (problem solving and system thinking), interpersonal skills (communication and teamwork) and CDIO skills (Conceive-Design: experience learning). This paper presents the outcome of soft-skills results on Semester 4 students from Bioprocess Engineering Department (EH222) during their IP presentation in June 2015. Three courses have been involved; Genetic Engineering (CBE 552), Separation (CBE 582) and Chemical Reaction Engineering (CHE 594). Surveys shows that IP4 has been accepted by the students and results vary with implementation as well as students have really shows better soft-skills quality during the IP4 June 2015 through the thorough analysis and focused questions constructed using high-order thinking skill by The Bloom Taxonomy.
{"title":"Chemical Engineering students soft-skills in Integrated Project (IP) Part 4","authors":"N. Him, F. Hamzah, S. Manaf, N. Anuar","doi":"10.1109/ICEED.2015.7451507","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451507","url":null,"abstract":"Faculty of Chemical Engineering (FKK) has been implementing Integrated Project (IP) as one of the element in teaching. It is a defined short project formally introduced to combine assignments given by respective lecturers from 3-4 selected courses, mimicking the final year Chemical Engineering Capstone project but students are asked to present the findings in groups. By looking into the results of IP in 2012 and 2013, CDIO has been introduced to overcome issue of unmeasured soft skills, a vital communication aspect for engineers. CDIO has been incorporated by various factors such as disciplinary knowledge, personal and professional skills (problem solving and system thinking), interpersonal skills (communication and teamwork) and CDIO skills (Conceive-Design: experience learning). This paper presents the outcome of soft-skills results on Semester 4 students from Bioprocess Engineering Department (EH222) during their IP presentation in June 2015. Three courses have been involved; Genetic Engineering (CBE 552), Separation (CBE 582) and Chemical Reaction Engineering (CHE 594). Surveys shows that IP4 has been accepted by the students and results vary with implementation as well as students have really shows better soft-skills quality during the IP4 June 2015 through the thorough analysis and focused questions constructed using high-order thinking skill by The Bloom Taxonomy.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115555640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451487
H. Mohamad, Z. Zakaria, Muhamad Zulfakri Bin Mazlan
Power flow calculation is very important for power system operation, economic scheduling and planning. This paper presents a development of Power System Load Flow Analysis tool based on the Newton Raphson method by using a User Friendly Graphical User Interface (GUI) Matlab Program. This tool introduces a simple interface for the user to perform load flow analysis. It is also designed for a user to view power flow results for each iteration and thus will facilitate especially undergraduate electrical students to verify their manual calculation of load flow solution. By just point and click, the students will easily get the required solution. The load flow tool is evaluated by solving the load flow of several test systems including IEEE bus system. For such reason, the tools is designed specifically for 2, 3 and 14 buses systems. The result shows that all the answers/solutions displayed in GUI for every required calculation steps for Newton Raphson load flow are successfully verified with the manual calculation and load flow solution in Power World Simulator and VBA Excel. Thus, this tool helps student and lecturer to learn and verify their manual calculation and at the same time reduce their calculation time.
潮流计算对电力系统运行、经济调度和规划具有重要意义。本文介绍了一种基于牛顿拉弗森法的电力系统潮流分析工具的开发，并利用友好的图形用户界面(GUI)编写了Matlab程序。该工具为用户提供了一个简单的界面来执行负载流分析。它还可以让用户查看每次迭代的潮流结果，从而方便特别是电气专业的本科生验证他们手工计算的潮流解。通过点击，学生将很容易得到所需的解决方案。通过求解包括IEEE总线系统在内的多个测试系统的负载流，对负载流工具进行了评价。因此，这些工具是专门为2、3和14总线系统设计的。结果表明，通过Power World Simulator和VBA Excel中的手动计算和负载流解，成功验证了GUI中显示的Newton Raphson负载流各需要计算步骤的所有答案/解。因此，该工具可以帮助学生和讲师学习和验证他们的手动计算，同时减少他们的计算时间。
{"title":"Development of GUI Power System Load Flow Analysis tool based on Newton Raphson method","authors":"H. Mohamad, Z. Zakaria, Muhamad Zulfakri Bin Mazlan","doi":"10.1109/ICEED.2015.7451487","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451487","url":null,"abstract":"Power flow calculation is very important for power system operation, economic scheduling and planning. This paper presents a development of Power System Load Flow Analysis tool based on the Newton Raphson method by using a User Friendly Graphical User Interface (GUI) Matlab Program. This tool introduces a simple interface for the user to perform load flow analysis. It is also designed for a user to view power flow results for each iteration and thus will facilitate especially undergraduate electrical students to verify their manual calculation of load flow solution. By just point and click, the students will easily get the required solution. The load flow tool is evaluated by solving the load flow of several test systems including IEEE bus system. For such reason, the tools is designed specifically for 2, 3 and 14 buses systems. The result shows that all the answers/solutions displayed in GUI for every required calculation steps for Newton Raphson load flow are successfully verified with the manual calculation and load flow solution in Power World Simulator and VBA Excel. Thus, this tool helps student and lecturer to learn and verify their manual calculation and at the same time reduce their calculation time.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134441657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451496
Victor Murray, Cecilia Matsuno, Hernán Montes, Alberto Bejarano
We present the new results on the methodology applied at the Universidad de Ingeniería y Tecnología (UTEC), Lima, Peru, to train undergrad engineering students to participate in advanced research projects starting at the freshman year. Using this methodology, started in 2013, undergrad students at UTEC start taking mandatory engineering semester projects not related to any specific course but addressed to solve real world problems. At the end of each semester, the best students in both performance and research skills are invited to participate in advanced research projects, the best students developing products are invited to develop advanced engineering solutions or to create a business plan to start up technology enterprises. In this manuscript, we present the current performance of the first students trained using this methodology, and the case of a new group of students who were joined a year later. All of them are the authors in the proceedings of international conferences after oral presentations of their research. Also, the youngest students took a third place in the international IEEE student paper contest in Latin America.
我们介绍了秘鲁利马Ingeniería y Tecnología大学(UTEC)在培养工程本科学生从大一开始参与高级研究项目时所采用的方法的新结果。采用这种方法，UTEC的本科生从2013年开始参加与任何特定课程无关的强制性工程学期项目，这些项目旨在解决现实世界中的问题。在每学期结束时，表现和研究技能最好的学生被邀请参加高级研究项目，开发产品的最好的学生被邀请开发先进的工程解决方案或创建一个商业计划，以启动技术企业。在这份手稿中，我们介绍了使用这种方法训练的第一批学生的当前表现，以及一年后加入的一组新学生的情况。他们都是口头发表研究成果后在国际会议论文集上发表论文的作者。此外，最年轻的学生在拉丁美洲的国际IEEE学生论文比赛中获得了第三名。
{"title":"Proceedings from research as a new learning outcome in undergrad engineering programs","authors":"Victor Murray, Cecilia Matsuno, Hernán Montes, Alberto Bejarano","doi":"10.1109/ICEED.2015.7451496","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451496","url":null,"abstract":"We present the new results on the methodology applied at the Universidad de Ingeniería y Tecnología (UTEC), Lima, Peru, to train undergrad engineering students to participate in advanced research projects starting at the freshman year. Using this methodology, started in 2013, undergrad students at UTEC start taking mandatory engineering semester projects not related to any specific course but addressed to solve real world problems. At the end of each semester, the best students in both performance and research skills are invited to participate in advanced research projects, the best students developing products are invited to develop advanced engineering solutions or to create a business plan to start up technology enterprises. In this manuscript, we present the current performance of the first students trained using this methodology, and the case of a new group of students who were joined a year later. All of them are the authors in the proceedings of international conferences after oral presentations of their research. Also, the youngest students took a third place in the international IEEE student paper contest in Latin America.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129913792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451484
Seiji Kino, Shigekazu Suzuki, Eiji Takada, Seiki Saito, H. Tenzou, Itaru Nakamura, F. Sakamoto, Chisato Mouri, Atsushi Minoda, Yasuo Ohta
In the field of nuclear engineering, national colleges have been carrying out important roles with about 10 % of graduates obtaining jobs in nuclear related companies. Although national colleges do not have special courses and classes for nuclear engineering, we have been trying to educate our students in cooperation with universities and industries through the activities of the Japan Nuclear Human Resource Development Network. With aide from the Ministry of Education, Culture, Sports, Science and Technology, we have been developing a short term curriculum for nuclear education consisting of lectures, experiments and facility tours. Moreover, we have developed a textbook for nuclear engineering basics and texts for experiments. In order to let the students understand the background of radiation, radiation dose measurements have been conducted by the students of more than 33 colleges. In the fiscal year of 2015, a new trial of remote lecture connecting 51 national colleges began. Through these education programs, we aim to help our students to understand radiation and nuclear engineering correctly, and to have their own opinions on this important matter.
{"title":"Nuclear Human research development in National Institutes of Technology","authors":"Seiji Kino, Shigekazu Suzuki, Eiji Takada, Seiki Saito, H. Tenzou, Itaru Nakamura, F. Sakamoto, Chisato Mouri, Atsushi Minoda, Yasuo Ohta","doi":"10.1109/ICEED.2015.7451484","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451484","url":null,"abstract":"In the field of nuclear engineering, national colleges have been carrying out important roles with about 10 % of graduates obtaining jobs in nuclear related companies. Although national colleges do not have special courses and classes for nuclear engineering, we have been trying to educate our students in cooperation with universities and industries through the activities of the Japan Nuclear Human Resource Development Network. With aide from the Ministry of Education, Culture, Sports, Science and Technology, we have been developing a short term curriculum for nuclear education consisting of lectures, experiments and facility tours. Moreover, we have developed a textbook for nuclear engineering basics and texts for experiments. In order to let the students understand the background of radiation, radiation dose measurements have been conducted by the students of more than 33 colleges. In the fiscal year of 2015, a new trial of remote lecture connecting 51 national colleges began. Through these education programs, we aim to help our students to understand radiation and nuclear engineering correctly, and to have their own opinions on this important matter.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114341021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451492
Z. H. Murat, N. Buniyamin, N. Kimpol, A. Mohamed
This paper presents the findings of an investigation of the effect of motion technology in relation to academic performance, focusing on the improvement of a student's ability to study. Twenty two samples, that is, students from the Faculty of Electrical Engineering, University Teknologi MARA (UiTM) participated in this investigation. The students' Electroencephalography signals (EEG) were recorded before and after a series of motion treatment. Five sessions of treatments were implemented throughout a period of three months starting from the beginning of a studied semester and ending at the end of the same semester. Each student was then interviewed to validate the findings obtained from the analysis of the EEG data. It was found that, in general the motion treatment resulted in significant improvement in terms of students' concentration and focus in their studies.
{"title":"Analysing the effect of Motion Technology on EEG and its effect on students' concentration and focus","authors":"Z. H. Murat, N. Buniyamin, N. Kimpol, A. Mohamed","doi":"10.1109/ICEED.2015.7451492","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451492","url":null,"abstract":"This paper presents the findings of an investigation of the effect of motion technology in relation to academic performance, focusing on the improvement of a student's ability to study. Twenty two samples, that is, students from the Faculty of Electrical Engineering, University Teknologi MARA (UiTM) participated in this investigation. The students' Electroencephalography signals (EEG) were recorded before and after a series of motion treatment. Five sessions of treatments were implemented throughout a period of three months starting from the beginning of a studied semester and ending at the end of the same semester. Each student was then interviewed to validate the findings obtained from the analysis of the EEG data. It was found that, in general the motion treatment resulted in significant improvement in terms of students' concentration and focus in their studies.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124105058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451481
J. Moulic, Jacob D. See
Advanced Computer Architecture is an upper-level required course offered by the Department of Computer Science and Engineering at the University of Alaska-Anchorage (UAA). Course content is structured to provide students with a qualitative and quantitative approach to computer architecture, which addresses both the hardware and software aspects of parallelism in modern computing systems. Historically, students were exposed to computer architecture's hardware-centric concepts through traditional textbook publisher provided instructor materials, including system schematic and block diagrams, and cycle-by-cycle hand analysis of short assembly language code snippets. Recorded student achievement outcomes for the course, were just meeting the faculty defined levels. Analysis of student performance indicated a higher-level of course content understanding in students with a mix of both hardware and software skills, and lower achievement levels by those students with only software background and skills. In an attempt to improve overall student understanding and outcome achievement, a reform of course material presentation was initiated which focused on use of microbenchmark programming as a means of introducing selected computer hardware concepts through their programming interfaces. Most computer science students are good programmers and understand high-level languages and algorithms. As such, they are used to tackling new concepts with software, so it was hoped that by linking the instruction of computer architecture hardware concepts with a programmer's perspective, overall student understanding and outcomes would improve.
{"title":"Incorporating benchmark programming in the teaching of undergraduate Computer Architecture","authors":"J. Moulic, Jacob D. See","doi":"10.1109/ICEED.2015.7451481","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451481","url":null,"abstract":"Advanced Computer Architecture is an upper-level required course offered by the Department of Computer Science and Engineering at the University of Alaska-Anchorage (UAA). Course content is structured to provide students with a qualitative and quantitative approach to computer architecture, which addresses both the hardware and software aspects of parallelism in modern computing systems. Historically, students were exposed to computer architecture's hardware-centric concepts through traditional textbook publisher provided instructor materials, including system schematic and block diagrams, and cycle-by-cycle hand analysis of short assembly language code snippets. Recorded student achievement outcomes for the course, were just meeting the faculty defined levels. Analysis of student performance indicated a higher-level of course content understanding in students with a mix of both hardware and software skills, and lower achievement levels by those students with only software background and skills. In an attempt to improve overall student understanding and outcome achievement, a reform of course material presentation was initiated which focused on use of microbenchmark programming as a means of introducing selected computer hardware concepts through their programming interfaces. Most computer science students are good programmers and understand high-level languages and algorithms. As such, they are used to tackling new concepts with software, so it was hoped that by linking the instruction of computer architecture hardware concepts with a programmer's perspective, overall student understanding and outcomes would improve.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129801162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-11-01DOI: 10.1109/ICEED.2015.7451502
Abdul Halim Abdullah, Johari Surif, L. Tahir, N. Ibrahim, Effandi Zakaria
The content order of geometric components in the mathematics curriculum and the teaching process in a geometry class are said to be in contrast with the existing level of geometric thinking among secondary school students in Malaysia. Van Hiele (1986) proposed that directions should be given at the same level as the students' ability and therefore recommended phases of learning geometry in order to address this issue. The present study investigates the effectiveness of activities based on Van Hiele's phases of learning geometry by using the Geometer's Sketchpad (GSP) software which researchers claim is in line with the approach of Van Hiele's model. A quasi-experimental design was used in this study. The study was conducted for six weeks and involved 94 students and two teachers from a secondary school. The students were divided into control and treatment groups, with each group consisting of 47 students. Van Hiele's geometry test was given to both groups before and after the treatment. Five students from each group were randomly selected to identify the early and final levels of their geometric thinking in greater depth. Wilcoxon signed-rank test analysis showed that, although both groups showed significant differences between the early and final levels of their geometric thinking, the students' final thinking levels in both groups were significantly different. The findings from the analysis of the interview data also support the findings of the statistical analysis. Therefore, it is demonstrated that the Van Hiele phases of learning geometry should be used as a reference in arranging the geometric curriculum and content. In addition, the Van Hiele model and the GSP software can be used as an approach to teaching and learning geometry in the classroom to help students improve their level of geometric thinking.
{"title":"Enhancing students' geometrical thinking levels through Van Hiele's phase-based Geometer's Sketchpad-aided learning","authors":"Abdul Halim Abdullah, Johari Surif, L. Tahir, N. Ibrahim, Effandi Zakaria","doi":"10.1109/ICEED.2015.7451502","DOIUrl":"https://doi.org/10.1109/ICEED.2015.7451502","url":null,"abstract":"The content order of geometric components in the mathematics curriculum and the teaching process in a geometry class are said to be in contrast with the existing level of geometric thinking among secondary school students in Malaysia. Van Hiele (1986) proposed that directions should be given at the same level as the students' ability and therefore recommended phases of learning geometry in order to address this issue. The present study investigates the effectiveness of activities based on Van Hiele's phases of learning geometry by using the Geometer's Sketchpad (GSP) software which researchers claim is in line with the approach of Van Hiele's model. A quasi-experimental design was used in this study. The study was conducted for six weeks and involved 94 students and two teachers from a secondary school. The students were divided into control and treatment groups, with each group consisting of 47 students. Van Hiele's geometry test was given to both groups before and after the treatment. Five students from each group were randomly selected to identify the early and final levels of their geometric thinking in greater depth. Wilcoxon signed-rank test analysis showed that, although both groups showed significant differences between the early and final levels of their geometric thinking, the students' final thinking levels in both groups were significantly different. The findings from the analysis of the interview data also support the findings of the statistical analysis. Therefore, it is demonstrated that the Van Hiele phases of learning geometry should be used as a reference in arranging the geometric curriculum and content. In addition, the Van Hiele model and the GSP software can be used as an approach to teaching and learning geometry in the classroom to help students improve their level of geometric thinking.","PeriodicalId":195559,"journal":{"name":"2015 IEEE 7th International Conference on Engineering Education (ICEED)","volume":"9 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131672771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：